대학부설 평생교육원 종사자들의 개인 및 조직풍토 변인이 직무수행에 미치는 영향 = The impact of individual and organizational climate variables on practitioners in institutes of lifelong education attached to colleges in terms of job-performance

국문 초록 (Abstract)

본 연구는 대학부설 평생교육원 종사자들의 직무영역인 평생교육 견해, 프로그램 개발, 리더십 및 행정 그리고 행정업무를 총체적으로 살펴보고 영향요인을 구명함으로써 향후 평생교육원 운영 및 인력개발에 시사점을 추출하기 위하여 수행되었다. 연구자는 이를 위하여 설문조사에 의해 자료를 수집하였고 SPSS 16.0의 프로그램에 의해 자료를 분석하였다. 조사도구의 신뢰도 검증을 위해 예비조사를 실시하였고 전문가 6인에게 내용타당도를 검증받았다. 2011년 4월 대학 평생교육원 담당자 워크샵에 참여한 참가자 244명의 자료를 수집한 후 상관분석, 중다회귀분석을 사용하여 분석하였다. 연구결과는 첫째, 자기효능감과 자율성은 네 가지 직무수행 영역에 영향을 미치는 각각 첫 번째, 두 번째 중요한 변인들로 구명되었다. 둘째, 직위구조는 자기효능감과 자율성에 비해 상대적으로 미약하나 프로그램 개발과 대인업무에 영향을 미치는 변인으로 나타났다. 이러한 연구결과를 통하여 직위구조는 평생교육 견해와 리더십 및 행정업무에는 영향을 미치는 유의미한 변인이 아니었으나 프로그램 개발과 대인업무에서는 조직내부의 어느 정도의 직위체계가 업무수행에 도움을 주는 변인이라는 것을 알 수 있었다. 셋째, 성별은 리더십 및 행정업무와 대인업무에 영향을 미치는 요인으로 구명되었다. 성별을 고려한 평생교육원 담당자 연수 기획도 향후 고려해볼만하다. 넷째, 평생교육사 자격증 유무에 따른 영향력은 나타나지 않았다. 본 결과로부터 대학 평생교육원 종사자들의 직무수행을 향상시키기 위해서는 자기효능감과 자율성을 증진시키는 것이 중요하다고 결론지을 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of the study is to identify perspectives on the field, program development, leadership and administration, and to explore the interpersonal relations of practitioners in institutes of lifelong education attached to colleges, specifically focused upon the variables that affect job performance and its related aspects. The ultimate aim is to provide guidelines that will improve human resource development and management in institutes of lifelong education attached to colleges. A survey was conducted in this study, and the data were analyzed using the SPSS 16.0 program. To examine the reliability of the scales used in the study, a pilot test was initially conducted and the content validity of the scales was examined by six experts. The data, which came from 244 practitioners who participated in an institutes of lifelong education attached to colleges workshop which was held in April 2011, were analyzed by using correlations and multiple regression analysis. The results showed that the traits of self-efficacy and autonomy were the first and second most significant determinants for four different job-performance areas, respectively. Secondly, multiple regression demonstrated that the ‘degree of structure’ variable was a slight determinant for program development and interpersonal relations, although it was less significant than self-efficacy and autonomy. From the results, it is possible to conclude that a roughly hierarchical structure is helpful for program development and interpersonal relations whereas this was not the case when considering perspectives on the field and leadership and administration. Thirdly, the gender variable was a slight determinant for leadership & administration and interpersonal relations. It is therefore suggested that an educational program considering gender should be planned for the future. Fourthly, having a lifelong educators certificate was not a significant determinant. From the results, we conclude, overall, that it is important to focus on improvements to practitioners' feelings of self-efficacy and autonomy, which in turn are likely to lead to their enhanced job-performance.

목차 (Table of Contents)

• 요 약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 결론 및 제언
• 참고문헌
• Abstract

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